OUR SPECIALISTS
Frances Yeo
“I see many children who struggle with learning. They are not confident because of hidden learning difficulties and struggle in schools. From working with these kids, I have seen many of them overcome their challenges if we can create the right environments for them. By making lessons engaging through multi-sensory activities, these children can do much better as compared to traditional classroom learning. We founded Thomson Kids to provide the appropriate learning environments based on insights from research and our collective clinical experience. “
See Lay Yen
"I find it fulfilling to support and help students with learning difficulties improve and grow in self-confidence. Students with learning difficulties can learn a second language through perseverance and systematic, multisensory instructional approach. I strive to help them reach their highest potential. ”
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Jeannie Ko
“Teaching children with learning differences gives me a deep sense of satisfaction; watching them progress and sharing positive praise with parents are my rewarding moments of teaching
Yang Wanling
“When I first started teaching reading to preschoolers, I encountered a number of children requiring special attention. With patience, close observation, and different approaches, I was able to engage these children and help them overcome their learning difficulties. I find it truly rewarding and believe that every learner can succeed. I believe no child should be left behind. Therefore, students with learning difficulties should be guided, using the right methodology to help them feel included in the classroom. I hope to work with more children to help support them in bridging the gap so they could journey alongside their peers.”
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See Loo Peng
“Teaching is understanding that each student is unique and designing lessons to accommodate students’ different learning styles. I find it rewarding to see students with learning difficulties show improvements in Chinese language through the multi-sensory activities and the scaffolded curriculum that we have planned at Thomson Kids”.
Gan Po Lin
“It gives me great joy when my students tell me that English is their best subject in school. From working with them, it affirms my belief that students with learning difficulties can maximise their learning potential if they are in a classroom with ongoing support and purposeful intervention.”
Neo Yi Ting
“Teaching brings me the greatest joy when I see my students overcome their learning challenges. I believe that each student is unique in their own way, and I strive to support them in discovering their fullest potential through lessons with engaging activities. I would love to see my students enjoy the process of learning Chinese.”
Nithiyah Sokumaran
“I believe that children learn best through movement and play. I want to create ‘Aha!” moments that will inspire children’s curiosity and creativity in their lives. I wish to design engaging learning experiences that will help facilitate meaningful connections and success in learning for all children, including those with special educational needs.”
Yang Huilin
“I have a special interest in reading and writing and I believe that children can learn a great deal about the world and other people from books! I look forward to working with you and your child to develop their language and literacy skills.”
Nur Diana Rahman
“I quote Joyce Meyer that teachers can change lives with just the right mix of chalk and challenges, and it gives me no greater joy than knowing that one day, I was a part of that change.”
Wu Xuelun
"Fairness and hard work are two of my core values in life. I believe all students are capable of learning, with some needing extra support, modification or reframing to bring them closer to a more levelled playing field or to achieve their optimal level of learning. I aspire to create a positive environment for my students to learn and more importantly to nurture and build a growth mindset when dealing with challenges or setbacks”
Joycelyn Teng
“I believe that every child should be given the opportunity and means to reach his/her true potential. That is why finding the root cause of children’s learning difficulties and struggles in school is crucial to helping these students find a path to their success. This journey hinges on the healthy relationships between parents, teachers, therapists and children, which in turn serve as the foundation from which all intervention would build upon. ”
Lynlee Tan
“The importance of early targeted intervention as well as strong family support to unlock the potential of a child cannot be discounted. Having worked with “at risk” youths as well as in local government schools, I have seen how having a learning difficulty can affect children in many different aspects of their lives. This is especially so if the condition goes undiagnosed and untreated for years. Hence, I feel strongly that children should be able to access appropriate support both in their school and in the community through accurate assessment of their learning needs and specialised interventions.”